Range Elevation Portfolio Workshop

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Range Elevation Portfolio Workshop

• October 11, 2005
• Julie Glass
• Office of Faculty Development

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Two Part Workshop

• Part 1 PROCESS
• Part 2 PUTTING TOGETHER YOUR PORTFOLIO

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Part 1 The Process
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The Evidence

• Candidates must prepare a Range Elevation
  Portfolio. This will be the focus of the 2nd
  part of this workshop.

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The Review Process

• Each level of review provides a written
  recommendation that is forwarded to subsequent
  levels.
• Department Committee December 1st
• Department Chair December 15th
• College Dean February 15th
• Provost March 15th
• Timely Notification April 3rd

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Keeping you informed

• Candidates receive copies of the written
  recommendations from the department committee,
  chair, and college dean.

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Possible Outcomes

• An application for range elevation is either
  granted or denied. Notification by April 3rd.

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If your application is granted

• Congratulations!

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If your application is denied

• If you are denied, you can appeal pursuant to
  Sections 12.18 and 10.11 of the CBA. The appeal
  process will be established as necessary.
• You can write a rebuttal at each stage of review
  (addressed to that review level) and your letter
  will be forwarded to the next level of review.
  The rebuttal should only address what is in the
  decision letter. It cannot introduce new
  evidence.

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Part 2 Putting Together Your Portfolio

• Due Date Monday, October 31st

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Your Portfolio Shall Include

• Curriculum Vitae (up-to-date c.v. that lists your
  relevant teaching experience)
• Evidence demonstrating accomplishments in the
  relevant criteria (coming soon)
• Other information germane to an application (e.g.
  letters of recommendation)

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General Criteria

• Degree (This criteria is met by possession of the
  Doctorate, or the normal terminal degree, or, in
  exceptional cases, the equivalent thereof.
  Include a copy of your terminal degree or
  transcript showing completion of the degree.)
• Instructional Achievement
• Professional Achievement (if applicable)
• Service (if applicable)
• External Representation (if applicable)

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AND

• Highest priority shall be accorded to the
  Instructional Achievement requirement. In
  accordance with section 12.19 of the CBA,
  candidates cannot be required to fulfill criteria
  that are outside their work assignment however,
  performance within their work assignment must be
  exemplary, and the candidate may request to have
  outside work considered.

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What Counts?

• CBA 12.19 Criteria for range elevation for
  temporary faculty (excluding coaches) shall be
  appropriate to lecturer work assignments.
• Range Elevation Document Instructional
  responsibilities also include maintaining
  currency in the literature and research of the
  subject area, including instructional
  methodology.

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Criteria for Specific Ranges

• Range A Entry-level lecturer rank. Typical
  candidate possesses at least a masters degree
• Range B This range is for a person with a
  terminal degree or specialized professional
  expertise or experience or who has an exemplary
  job performance and long service to the university

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Criteria for Specific Ranges cont.

• Range C An advanced range. A candidate shall
  have the appropriate terminal degree or
  specialized professional expertise or experience,
  teaching experience, and an assignment that
  generally includes advanced upper division and/or
  graduate courses.
• Range D This advanced range would be for an
  exceptional candidate who has the equivalent
  degree, experience and expertise of a senior
  academic scholar and teacher.

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The Portfolio
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Some Basic Tips from Sue Schaefer

• Appearances Count
• Focus On The Documents
• Explain
• Use Problems Positively
• Ask For Advice
• Dont Draw Conclusions

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Appearances

• Invest in a nice binder put your name on all
  sides
• Include a table of contents
• Organize your materials within the 5 categories
  (if applicable) degree, instructional,
  professional, internal service, external
  representation
• Use legible font
• Use readable tabs, plastic covers, clean
  materials
• Invite your audience to read your materials

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Focus On The Documents

• Read and refer to the Range Elevation Policy and
  Procedures document
• Review last years periodic review letters
• Be aware of the expectations criteria (both
  general and specific)
• Check the deadlines

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Explain

• Know your audience anticipate what they must do
• Be aware that they include your Department
  Committee, your Chair, your Dean, and the Provost
• Explain what you include to this audience
• Include narratives as necessary for clarification

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Write a Cover Letter

• Use department letterhead
• State what youre applying for
• Follow the format your readers will use
• Mention your degree
• Describe your instructional goals achievement
• Describe your professional goals achievements
  (if applicable)
• Describe your contributions, interests, goals
  for service and external representation (if
  applicable)

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Instructional Achievement

• Ability to select appropriate materials
• Ability to present course content effectively
• Ability to make significant demands upon the
  intelligence and industry of students
• So, in your presentation of evidence, refer to
  these abilities.

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Evidence shall consist of.

• Impartially administered student evaluations
• Samples of student work evaluated by the
  candidate
• Course Syllabi
• Examinations
• Supplemental Materials

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And may include

• Reports of classroom visits by other faculty
• Other evidence

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Some other ideas for evidence

• A teaching philosophy
• Range of undergraduate courses
• Range of graduate courses
• Range of formats large lecture, mid-size
  lecture/discussion, seminar, online or partially
  online
• Revisions to frequently taught courses
• Letters from colleagues
• Summative evaluations from colleagues who visit
  your class(es)
• Formative evaluation from faculty development

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Some other ideas for evidence

• Unedited summaries of student comments
• Letters from students
• E-mails with substantive comments from students
• Informal feedback on student learning
• Innovative relevant video or web materials
• Creative/unique classroom assignments
• Blackboard materials
• Service learning projects
• Thematically linked cluster materials

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Some other ideas for evidence

• Ice breaking activities that create rapport among
  students
• Designs for group work and projects
• Student generated activities and projects
• Course goals and requirements
• Use of models of students best work
• Extra credit activities
• Visits from former successful students and
  leaders in the field

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Some other ideas for evidence

• Sample diagnostic and/or baseline testing
• Sample quizzes and exams
• Grading rubrics
• Comments on lecture notes, reading journals, and
  lab assignments
• Cumulative course portfolios
• Self evaluation activities
• Sample comments on student work

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Some other ideas for evidence

• Rules for respectful classrooms
• Different testing options
• Assignments that test different skills
• Use of visual, audio, and written materials
• Activities relevant to the diversity of the
  students
• Attention to achievements of women and people of
  color in the discipline
• Policy on students with disabilities.

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Note

• Instructional responsibilities also include
  maintaining currency in the literature and
  research of the subject area, including
  instructional methodology
• If you include materials along these lines (here
  or elsewhere), consider using the language
  currency in your narrative as clarification

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Professional Achievement (if applicable and/or as
it applies to currency)

• Begin with a summary of your accomplishments that
  highlights what youd like the reviewers to
  notice
• Tie your professional to your instructional
  achievement

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Service External Representation (if applicable)

• Summarize of your departmental, college, and
  university service
• Tie service to instructional achievement
• Al Fresco, student clubs, activities for
  students.
• Document work with local, state, national, or
  international organizations
• Summarize your community service and its
  relevance to your discipline and to our students

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Enjoy the process

• See the process as an opportunity for
  professional reflection
• Take pleasure in all your accomplishments
• Set some goals
• Share the experience with colleagues
• Dont sweat the small stuff!